Perceptions of game based learning
The use of computer games in education has generally been received with degrees of scepticism, often fuelled by views that frame them in the guise of a new folk devil. This folk devil is seen as a dark, and in many respects unknown, influence that engenders a moral panic.
For example:
- they encourage and promote violence
- they encourage social isolation
- they cause obesity
- they inhibit cognitive development.
Other viewpoints suggest that computer games can act as positive learning or even cathartic environment in which frustrations and fears can be released.
Gee’s research, which has its theoretical base embedded in Erikson’s ‘psychosocial moratorium’, suggests that children do identify with particular characters in games but that this identification is detached from their own identity.
While not attempting to dismiss concerns, there are many games that do not follow the stereotypical view of a computer game. These games can be used to engage, motivate and extend learners. These are the games that we aim to identify, explore and recommend to teachers and the wider education community.
Recommended reading
Cohen, Stanley (1972), Folk Devils and Moral Panics. London: MacGibbon and Kee.
Gee, J. P. (2004), Situated language and learning: A Critique of traditional schooling. London: Routledge.
Jones, G. (2002), Killing Monsters: Why Children Need Fantasy, Super Heroes, and Make-Believe Violence. New York: Basic Books.
Jenkins, Henry, Reality Bytes: Eight Myths About Video Games Debunked.
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